Essential Learning:
1. Nonfiction Text Features
2. Asking thoughtful questions
3. Summarizing using main idea and supporting details Proficiency:
1. Students will know how to identify nonfiction text features and will be able to use nonfiction text features to locate information.
2. Students will state an "I wonder" about the topic will be able to ask thoughtful questions relevant to the topic and text.
3. Student will identify main idea and supporting details and will summarize using main idea and supporting details.
Assessment: CSAP formatted pre-assessment identifying and applying the features, asking questions, and identifying and summarizing main idea and supporting details.
Date
Step A:
Preparing for the
Data Team Process
Step 1
Collect & Chart Data
Step 2
Analyze Strengths
& Obstacles
Step 3
Establish Goals:
Set, Review, Revise
Step 4
Select
Instructional Strategies
Step 5
Determine
Results Indicators
Next Steps
11/10
Extensive group did not meet goal due to being pulled out during core instruction.
Met goal: 91%
Extensive group did not meet: 37%
Will begin Step A with fiction reading (unit 5). Will write down lessons vs. using a poster.
11/3
Reviewed data to show that the majority of the students achieved proficiency.
- Language
- Writing ability
- Not generating a wondering. (Answer was stated in the next.)
Tweak language on post assessment to reflect definition of proficiency. Administer post assessment and bring results to next meeting.
10/20
Reviewed data on questioning. Students were given formative assessment on 10/14 and 10/15 reading a text to a specific page, asking a question, and selecting the statement that made me want to ask the question.
Students are locating information vs. wondering.
Small groups - reciprocal teaching strategies. Use student work as an example. Utilize guided practice to keep students "in the text." Consider using the "I wonder..." frame as an anchor.
Select strategies and how you will know whether they were successful.
10/13
Reviewed essential learnings and definitions of proficiency.
See separate charts
Good at identifying but not use of nonfiction text features.
Good at "I wonders" based on topic but not on what they have read.
Most are doing re-tells instead of a summary. Better verbally than in writing.
Post assessment week of 11/2
1. 22% to 90% (students who are close)
0% to 87% of extensive.
Use sticky notes for questioning a text feature.
Reciprocal teaching.
Sticky notes inside the book.
Utilize sticky note strategy and collect books for next data team meeting.
Sherri Callahan 10:15-10:55
Kendra Rohnert (3/4) 11:00-11:40
Unit 2 Reading: Nonfiction
Timeframe: through November 5
Essential Learning:
1. Nonfiction Text Features
2. Asking thoughtful questions
3. Summarizing using main idea and supporting details
Proficiency:
1. Students will know how to identify nonfiction text features and will be able to use nonfiction text features to locate information.
2. Students will state an "I wonder" about the topic will be able to ask thoughtful questions relevant to the topic and text.
3. Student will identify main idea and supporting details and will summarize using main idea and supporting details.
Assessment: CSAP formatted pre-assessment identifying and applying the features, asking questions, and identifying and summarizing main idea and supporting details.
Preparing for the
Data Team Process
Collect & Chart Data
Analyze Strengths
& Obstacles
Establish Goals:
Set, Review, Revise
Select
Instructional Strategies
Determine
Results Indicators
Extensive group did not meet: 37%
- Writing ability
- Not generating a wondering. (Answer was stated in the next.)
Good at "I wonders" based on topic but not on what they have read.
Most are doing re-tells instead of a summary. Better verbally than in writing.
1. 22% to 90% (students who are close)
0% to 87% of extensive.
Reciprocal teaching.